|Google Scholar:||Look up in Google Scholar|
At the heart of the Wider Opportunities Programme is a fundamental belief that musical education should be inclusive. Creating an inclusive classroom requires teachers to develop and maintain a sophisticated relationship with, and knowledge of, their pupils. This includes levels of achievement and educational needs but above all, it requires knowledge of pupils as musicians, including not only their instrumental and vocal skills but also the musical cultures and activities they are involved in both in, and out of school.
Successful inclusion occurs when teachers use this knowledge to personalise the musical learning, provide engaging musical encounters, and create and manage the environment so all pupils are able to learn effectively.
|Item Type:||Book Chapter|
|Copyright Holders:||2011 Nick Beach, Julie Evans and Gary Spruce for selection and editorial material, 2011 Individual chapters, the contributors|
|Academic Unit/Department:||Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Carolyn Cooke|
|Date Deposited:||21 Jan 2011 14:50|
|Last Modified:||04 Oct 2016 10:57|
|Share this page:|